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The transition to market-based economic education: evaluating program effectiveness in Kazakhstan

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  • Grimes, Paul W.
  • Millea, Meghan J.
  • Campbell, Randall C.

Abstract

This article presents an analysis of a program designed to enhance economic literacy through teacher training in the former Soviet Republic of Kazakhstan. The cognitive and affective outcomes for high school students who were taught by teachers trained through the National Council on Economic Education's (NCEE) International Economic Education Exchange Program (IEEEP) are examined and compared to those of students in courses taught by a sample of teachers who had not received training. like most publicly supported programs, beneficiaries were not randomly chosen and assigned to treatment and control groups. To overcome the inherent sample selection which allowed for the interdependency of economic understanding and attitudes. The results indicate that students taught by trained teachers achieved higher post course scores on standardized testing instruments, after controlling for differences in student attributes, teacher characteristics, and the non-random selection of teachers into the training program. However, both the cognitive and affective improvements would have been greater even if teachers had been randomly assigned to the program. The authors call for additional research to evaluate the criteria and methods used to recruit and select teachers for participation in training programs such as the IEEEP.

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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 39982.

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Date of creation: 2009
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Handle: RePEc:pra:mprapa:39982

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Related research

Keywords: economic education; transitional economy; Kazakhstan; evaluation; teachers; students; learning; cognition; attitudes;

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  1. Becker, William E & Greene, William & Rosen, Sherwin, 1990. "Research on High School Economic Education," American Economic Review, American Economic Association, vol. 80(2), pages 14-22, May.
  2. William B. Walstad & Ken Rebeck, 2001. "Teacher and Student Economic Understanding in Transition Economies," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(1), pages 58-67, January.
  3. Robert C Stuart, 2000. "Introduction: Teaching Modern Economics in Transition Economies," Comparative Economic Studies, Palgrave Macmillan, vol. 42(2), pages 1-3, July.
  4. Shiller, Robert J & Boycko, Maxim & Korobov, Vladimir, 1991. "Popular Attitudes toward Free Markets: The Soviet Union and the United States Compared," American Economic Review, American Economic Association, vol. 81(3), pages 385-400, June.
  5. Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, vol. 47(1), pages 153-61, January.
  6. Murphy, Kevin M & Topel, Robert H, 2002. "Estimation and Inference in Two-Step Econometric Models," Journal of Business & Economic Statistics, American Statistical Association, vol. 20(1), pages 88-97, January.
  7. Ransom, Michael R, 1987. "The Labor Supply of Married Men: A Switching Regressions Model," Journal of Labor Economics, University of Chicago Press, vol. 5(1), pages 63-75, January.
  8. Grimes, Paul W., 1995. "Economic education for at-risk students: an evaluation of Choices & Changes," MPRA Paper 39885, University Library of Munich, Germany.
  9. Alston, Richard M & Kearl, J R & Vaughan, Michael B, 1992. "Is There a Consensus among Economists in the 1990's?," American Economic Review, American Economic Association, vol. 82(2), pages 203-09, May.
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